scholarly journals FUTURE SKILL DEVELOPMENT IN UNDERGRADUATE STUDENTS THROUGH WORK IN STEM OUTREACH

2021 ◽  
Author(s):  
Lisa Romkey ◽  
Tracy Ross ◽  
Daniel Munro
Keyword(s):  
Undergraduate Students ◽  
Work Experience ◽  
Skill Development ◽  
Science And Engineering ◽  
Post Secondary ◽  
Youth Program ◽  
Global Pandemic ◽  
Instructor Experience ◽  
Undergraduate Science ◽  
The Impact

This paper represents the experience and self-reported skill development of undergraduate Science and Engineering outreach instructors, who were working primarily online during the global pandemic in 2020. This work is part of a larger multi-year project designed to articulate the learning and employability skills gained by a pan-Canadian group of undergraduates, by way of theirtraining and work experience as youth program Instructors delivering STEM outreach activities for youth. The development of these skills was measured using a post-program survey, in which undergraduate instructors were asked a number of questions about their skill development. Instructors noted development most significantly in (1) teamwork and collaboration; (2) adaptability and flexibility: (3) communication, (4) leadership, (5) innovation and creativity, and (6)initiative. A significant theme noted was the learning that took place from the sudden shift to teaching remotely and working through a pandemic. Although the focus of STEM Outreach research & evaluation is often on the impact of the program on its participants, this work demonstrates the value of the instructor experience, and how this work can leverage other post-secondary initiatives designed to prepare undergraduates for their careers.

scholarly journals The Impact of Changes to the CEC Program on International Students

2021 ◽  
Author(s):  
None GOVision
Keyword(s):  
International Students ◽  
Work Experience ◽  
Growth And Development ◽  
Language Skills ◽  
Post Secondary ◽  
Canadian Experience ◽  
Permanent Residency ◽  
One Year ◽  
The Impact

Acknowledgements This study, produced on behalf of Global Orient Vision, would not have been possible without the support and guidance of Harald Bauder, Howard Lin, and Hannah Kovacs from Ryerson University, Robert Vineberg, and all those who have offered us a helping hand. Introduction Canada has long been known for its openness and diversity. Throughout history, immigration has been a key part of Canada’s growth and development. Globalization has enabled Canada to attract the best and brightest in an effort to diversify and improve the workforce and society as a whole. This trend precipitated the introduction of the “Canadian Experience Class” (CEC) in 2008. The CEC allows applicants with sufficient language skills, a Canadian post-secondary degree, and one year of Canadian work experience to access a relatively straightforward route to permanent residency (Citizenship and Immigration Canada, 2008).

scholarly journals The Impact of Changes to the CEC Program on International Students

2021 ◽  
Author(s):  
None GOVision
Keyword(s):  
International Students ◽  
Work Experience ◽  
Growth And Development ◽  
Language Skills ◽  
Post Secondary ◽  
Canadian Experience ◽  
Permanent Residency ◽  
One Year ◽  
The Impact

Acknowledgements This study, produced on behalf of Global Orient Vision, would not have been possible without the support and guidance of Harald Bauder, Howard Lin, and Hannah Kovacs from Ryerson University, Robert Vineberg, and all those who have offered us a helping hand. Introduction Canada has long been known for its openness and diversity. Throughout history, immigration has been a key part of Canada’s growth and development. Globalization has enabled Canada to attract the best and brightest in an effort to diversify and improve the workforce and society as a whole. This trend precipitated the introduction of the “Canadian Experience Class” (CEC) in 2008. The CEC allows applicants with sufficient language skills, a Canadian post-secondary degree, and one year of Canadian work experience to access a relatively straightforward route to permanent residency (Citizenship and Immigration Canada, 2008).

scholarly journals Lessons Learned from Undergraduate Students in Designing a Science-Based Course in Bioethics

2013 ◽  
Vol 12 (4) ◽  
pp. 701-710 ◽  
Author(s):  
John D. Loike ◽  
Brittany S. Rush ◽  
Adam Schweber ◽  
Ruth L. Fischbach
Keyword(s):  
Case Studies ◽  
Undergraduate Students ◽  
Lessons Learned ◽  
Professional Lives ◽  
Columbia University ◽  
Problem Solving Skills ◽  
Health Studies ◽  
Bioethical Issues ◽  
Undergraduate Science ◽  
The Impact

Columbia University offers two innovative undergraduate science-based bioethics courses for student majoring in biosciences and pre–health studies. The goals of these courses are to introduce future scientists and healthcare professionals to the ethical questions they will confront in their professional lives, thus enabling them to strategically address these bioethical dilemmas. These courses incorporate innovative pedagogical methods, case studies, and class discussions to stimulate the students to think creatively about bioethical issues emerging from new biotechnologies. At the end of each course, each student is required to submit a one-page strategy detailing how he or she would resolve a bioethical dilemma. Based on our experience in teaching these courses and on a qualitative analysis of the students’ reflections, we offer recommendations for creating an undergraduate science-based course in bioethics. General recommendations include: 1) integrating the science of emerging biotechnologies, their ethical ramifications, and contemporary bioethical theories into interactive class sessions; 2) structuring discussion-based classes to stimulate students to consider the impact of their moral intuitions when grappling with bioethical issues; and 3) using specific actual and futuristic case studies to highlight bioethical issues and to help develop creative problem-solving skills. Such a course sparks students’ interests in both science and ethics and helps them analyze bioethical challenges arising from emerging biotechnologies.

scholarly journals Using Mobile Devices to Facilitate Student Questioning in a Large Undergraduate Science Class

2018 ◽  
Vol 10 (1) ◽  
pp. 48-61 ◽  
Author(s):  
Helen Crompton ◽  
Stephen R. Burgin ◽  
Declan G. De Paor ◽  
Kristen Gregory
Keyword(s):  
Undergraduate Students ◽  
Text Messages ◽  
Science Standards ◽  
Google Glass ◽  
Science And Engineering ◽  
Student Questioning ◽  
Undergraduate Science ◽  
Scientific Questions ◽  
Practice Of Science ◽  
Answering Questions

Asking scientific questions is the first practice of science and engineering listed in the Next Generation Science Standards. However, getting students to ask unsolicited questions in a large class can be difficult. In this qualitative study, undergraduate students sent SMS text messages to the instructor who received them on his mobile phone and via Google Glass. Using observations, coding of texts, and interviews, the researchers investigated the types and level of questions students asked and the perceptions of the instructor and TAs on how the messages were received. From the findings of this study, it is evident that students asked a wide variety of question types and levels. It would appear that important distinctions between voice and text questions are that: (a) a shy or insecure questioner can remain anonymous; (b) questions can be asked in an interactive, but not interruptive manner; (c) there is no time limit to answering questions; and (d) the record of questions on the instructor's phone can be used to guide revision of lecture notes for future semesters.

Can a tablet device alter undergraduate science students' study behavior and use of technology?

2012 ◽  
Vol 36 (2) ◽  
pp. 97-107 ◽  
Author(s):  
Neil P. Morris ◽  
Luke Ramsay ◽  
Vikesh Chauhan
Keyword(s):  
Web 2.0 ◽  
Undergraduate Students ◽  
Student Behavior ◽  
Controlled Study ◽  
Science Students ◽  
Web 2.0 Technologies ◽  
Use Of Technology ◽  
Tablet Device ◽  
Undergraduate Science ◽  
The Impact

This article reports findings from a study investigating undergraduate biological sciences students' use of technology and computer devices for learning and the effect of providing students with a tablet device. A controlled study was conducted to collect quantitative and qualitative data on the impact of a tablet device on students' use of devices and technology for learning. Overall, we found that students made extensive use of the tablet device for learning, using it in preference to laptop computers to retrieve information, record lectures, and access learning resources. In line with other studies, we found that undergraduate students only use familiar Web 2.0 technologies and that the tablet device did not alter this behavior for the majority of tools. We conclude that undergraduate science students can make extensive use of a tablet device to enhance their learning opportunities without institutions changing their teaching methods or computer systems, but that institutional intervention may be needed to drive changes in student behavior toward the use of novel Web 2.0 technologies.

scholarly journals Using Mobile Devices to Facilitate Student Questioning in a Large Undergraduate Science Class

2020 ◽  
pp. 560-575
Author(s):  
Helen Crompton ◽  
Stephen R. Burgin ◽  
Declan G. De Paor ◽  
Kristen Gregory
Keyword(s):  
Undergraduate Students ◽  
Text Messages ◽  
Science Standards ◽  
Google Glass ◽  
Science And Engineering ◽  
Student Questioning ◽  
Undergraduate Science ◽  
Scientific Questions ◽  
Practice Of Science ◽  
Answering Questions

Asking scientific questions is the first practice of science and engineering listed in the Next Generation Science Standards. However, getting students to ask unsolicited questions in a large class can be difficult. In this qualitative study, undergraduate students sent SMS text messages to the instructor who received them on his mobile phone and via Google Glass. Using observations, coding of texts, and interviews, the researchers investigated the types and level of questions students asked and the perceptions of the instructor and TAs on how the messages were received. From the findings of this study, it is evident that students asked a wide variety of question types and levels. It would appear that important distinctions between voice and text questions are that: (a) a shy or insecure questioner can remain anonymous; (b) questions can be asked in an interactive, but not interruptive manner; (c) there is no time limit to answering questions; and (d) the record of questions on the instructor's phone can be used to guide revision of lecture notes for future semesters.

scholarly journals Emotional Intelligence and Undergraduate Engineering Students

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Charles Skipper ◽  
Lindsay Greenlee ◽  
Jannette Finch ◽  
Kaitlin Marley
Keyword(s):  
Emotional Intelligence ◽  
Undergraduate Students ◽  
Work Experience ◽  
Engineering Students ◽  
Demographic Data ◽  
Multidisciplinary Teams ◽  
Computer Engineering ◽  
Senior Year ◽  
Undergraduate Engineering ◽  
The Impact

Engineers in construction and manufacturing are expected to be able to work with and lead diverse, multidisciplinary teams. Engineering students entering the workforce must be not only technically competent, but also possess skills in working with other people. These traits are frequently lacking with newly graduated engineering students due to the highly technical focus of their curriculum. The opportunity to develop Emotional Intelligence skills is limited. This research proposed that Civil and Environmental Engineering (CEE) undergraduate students may possess a higher level of Emotional Intelligence than Electrical and Computer Engineering (ECE) undergraduate students. The research also proposed that if differences were observed, that causal influences could be identified. Undergraduate engineering students at The Citadel completed The TalentSmart Emotional Intelligence Appraisal® along with demographic data and a variety of questions regarding their undergraduate experience. This research included freshman and senior students in Civil and Environmental (CEE) and Electrical and Computer Engineering (ECE) at The Citadel. These surveys suggested that undergraduate engineering students increase their EI score as they advance from Freshman to Senior year. The surveys also suggest that Electrical and Computer Engineering (ECE) Majors do not advance in their EI scores from Freshman to Senior year as well as Civil and Environmental (CEE) majors. A positive connection was established between work experience and the impact on higher levels of EI. A positive correlation for growth in EI score was also demonstrated for students who attended high schools with smaller graduating classes. Based on the results of this research, the paper proposes CEE and ECE faculty place increased emphasis on encouraging students to pursue summer jobs, internships, and similar extracurricular programs. Both CEE and ECE faculty should evaluate their curriculum with an eye towards inculcating learning opportunities for EI into course work. Additionally, faculty and admission officials should give at least equal consideration to admitting students who graduate from smaller schools that may offer less college prep courses that may appeal to admissions officials

scholarly journals The Effect of Personal Finance Education on The Financial Knowledge, Attitudes and Behaviour of University Students in Indonesia

2020 ◽  
Author(s):  
Irni Johan ◽  
Karen Rowlingson ◽  
Lindsey Appleyard
Keyword(s):  
Undergraduate Students ◽  
Work Experience ◽  
Financial Education ◽  
Personal Finance ◽  
Financial Knowledge ◽  
The United Kingdom ◽  
Personal Finance Education ◽  
Changing Attitudes ◽  
The Impact ◽  
Finance Education

AbstractThere is much debate about the impact of personal finance education on financial knowledge, attitudes and behaviour, particularly based on studies in the United Kingdom (UK) and United States of America (US). This paper makes a contribution to this debate, drawing on analysis of a survey of 521 undergraduate students at Bogor Agricultural University (IPB) in Indonesia in 2015. As part of that study, we measured the impact of a 14-week personal finance education course on financial knowledge, attitudes and behaviour. Our findings show that, when controlling for other factors, the personal finance course did, indeed, have a positive and statistically significant impact on financial knowledge. However, there was no statistically significant impact of the course on financial attitudes or behaviour. Our analysis also shows that family financial socialisation was an important driver of financial knowledge, attitudes and behaviour while other drivers of financial behaviour included income, work experience, year/field of study and discussing money with friends. We do not argue here that formal financial education is unimportant but that its role in changing attitudes and behaviour should be considered carefully if this is, indeed, its aim.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

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